The network map below illustrates some of the current conversations in the field of cognitive rhetoric. The larger the blue node, the more frequently it is discussed. Hovering over a node will highlight its connections. Dragging a node will rearrange the chart.
Below the chart is a more detailed discussion on the conversations.
Most recent update: 10 December 2018
Below the chart is a more detailed discussion on the conversations.
Most recent update: 10 December 2018
Teaching Writing
Most cognitive rhetoric scholars include a discussion on classroom implementation of theory. In fact, every chapter in the recently published Contemporary Perspectives on Cognition and Writing mentions options for pedagogy. For more on teaching writing, see the next section on Cognitive Writing.
Social Context
As you can see on the timeline, Flower and Hayes did not originally focus specifically on the social context of writing. Bizzell's criticism led to a greater emphasis on the social context, so much so that many definitions of cognitive studies include the social: for example, Linda Flower defines the study of cognitive rhetoric as "[Exploring] the social/cognitive process of making meaning."
Metacognition
The ability to perceive and articulate the steps you need to take to be successful is metacognition. Alice Horning suggests that knowledge of metacognition is an essential part what makes a writer an expert. Taczak and Robertson "define metacognition as the ability to mindfully monitor and consider why specific choices were made in a particular writing moment.” For more on metacognition, visit this page.
Transfer
Scholars are interested in helping students transfer learning from one area to another, and have found great insight on this important process through cognitive rhetoric.
Metacognition and self-efficacy are two important elements in facilitating transfer.
Self-efficacy
There is a rising trend in discussion of self-efficacy: a “judgment of one’s capability to accomplish a certain level of performance,” according to Peter Khost.
Most cognitive rhetoric scholars include a discussion on classroom implementation of theory. In fact, every chapter in the recently published Contemporary Perspectives on Cognition and Writing mentions options for pedagogy. For more on teaching writing, see the next section on Cognitive Writing.
Social Context
As you can see on the timeline, Flower and Hayes did not originally focus specifically on the social context of writing. Bizzell's criticism led to a greater emphasis on the social context, so much so that many definitions of cognitive studies include the social: for example, Linda Flower defines the study of cognitive rhetoric as "[Exploring] the social/cognitive process of making meaning."
Metacognition
The ability to perceive and articulate the steps you need to take to be successful is metacognition. Alice Horning suggests that knowledge of metacognition is an essential part what makes a writer an expert. Taczak and Robertson "define metacognition as the ability to mindfully monitor and consider why specific choices were made in a particular writing moment.” For more on metacognition, visit this page.
Transfer
Scholars are interested in helping students transfer learning from one area to another, and have found great insight on this important process through cognitive rhetoric.
Metacognition and self-efficacy are two important elements in facilitating transfer.
Self-efficacy
There is a rising trend in discussion of self-efficacy: a “judgment of one’s capability to accomplish a certain level of performance,” according to Peter Khost.